StandardsBenchmarks


 * Standards and Benchmarks **

FINAL RECOMMENDATIONS by team (2.8.2011) **__ GLOBAL LANGUAGES DEPARTMENT __** **Standards & Benchmarks** **DRAFT AS OF FEB 7, 2011** ** 1. ** **Standard 1: COMMUNICATION.** 1.1. Interpersonal Communication. Students use the target language in conversation, express feelings and emotions and exchange opinions and information. ** SAS High School ** Student can interact in short conversations often with help in formulating what they need to say. Student expresses self with much hesitation. Does not have knowledge base from which to search for expressions. || Student uses language effectively in a limited range of conversations on familiar topics such as routine tasks requiring direct exchange of information. Student can express self in simple phrases with a prescribed range of vocabulary. Student can take part in short social exchanges or direct exchanges of information but cannot amplify the conversation without prompting. || Student attempts to use language effectively and flexibly in a limited range of conversations and discussions on familiar topics. Student can express self with frequent hesitation and frequent searching for expressions. Student attempts to respond with precision and extend conversation with partner. || Student can sometimes use language effectively and flexibly in a variety of conversations and discussions on familiar topics. Student can express self with some hesitation and some searching for expressions. Student sometimes responds with some precision and extend conversation with partner. || Student almost always uses language effectively and flexibly in conversations and discussions on familiar and some unfamiliar topics. Student can express self fluently. Student often responds with accurate precision and to extend conversation with partner. || 1.1. Interpersonal Communication. Students use the target language in conversation, express feelings and emotions and exchange opinions and information. ** SAS Middle School ** Student can interact in short conversations often with help in formulating what they need to say. Student expresses self with much hesitation. Does not have knowledge base from which to search for expressions. || Student uses language effectively in a limited range of conversations on familiar topics such as routine tasks requiring direct exchange of information. Student can express self in simple phrases with a prescribed range of vocabulary. Student can take part in short social exchanges or direct exchanges of information but cannot extend conversation without prompting. || Student attempts to use language effectively and flexibly in a limited range of conversations and discussions on familiar topics. Student can express self with frequent hesitation and frequent searching for expressions. Student attempts to respond with some precision and extend conversation with partner. || ** Ab Intio Progam External Exam – High School ** Student can express self with some hesitation. Student can take an increasingly active part in in a determined conversation range. Student can interact appropriately with some prompting by conversation partner. || Student can use language effectively and with limited flexibility to convey straightforward, factual information and respond appropriately in spontaneous discussion on prescribed topics. Student can express self with a degree of spontaneity that facilitates conversation. Student can enter into a conversation on prescribed topics with little or no preparation. Student can interact appropriately with little or no prompting by conversation partner. || ** IB Diploma and AP Program External Exam – High School ** Student can often express self fluently with some hesitation and some searching for expressions. || Student can use language effectively with evidence of increasing flexibility in a variety of conversations and discussions on familiar topics. Students can express self fluently without much hesitation or obvious searching for expressions. Student can respond precisely and fully to conversation partner || Student can almost always use language effectively and flexibly in a variety of conversations and discussions on familiar and unfamiliar topics Student can express self fluently. Student can respond precisely and fully with some sophistication to conversation partner. || Student can always take part effortlessly in a wide variety of conversations and discussions on any topic Student can express self fluently and precisely. Student can respond precisely and fully with elegance of expression to conversation partner || Student can share information about current, present, past experiences and hypothetical situations on topics of common interest. Student can express self with reasonable fluency comprehensible to a native speaker (exam is changing to these benchmarks need to be revisited in 2012-2013) || 1.2. Interpretive Communication. Students understand and interpret written and spoken language on a variety of topics. ** Middle School ** Student can comprehend familiar names, words and simple phrases in short texts and notice, posters or catalogues for example. Student begins to comprehend short, simple texts and find predictable information in everyday material such as advertisements, menus and timetables. Student can comprehend beginner level readers. Student begins to comprehend short, simple, personal letters. || Student can recognize phrases using high frequency vocabulary related to immediate personal topics. Student can infer the main point in short, clear, simple messages and announcements. Student can comprehend short, simple texts and find specific, predictable information in everyday material such as advertisements, menus and timetables. Student can comprehend intermediate level readers. Student can comprehend more extended simple, personal letters. || Student can comprehend the main points of a clear standard speech on familiar topics related to work, school, leisure etc. Student can understand the main point of many TV news and current affairs broadcasts on familiar topics ( current affairs, topics of personal interest) when the delivery is relatively slow and clear. Student can comprehend authentic texts consisting mainly of high frequency or everyday words or familiar vocabulary. Student can comprehend advanced level readers. Student can comprehend the description of events, feelings and wishes in personal letters. || ** SAS High School ** Student can comprehend familiar names, words and simple phrases in short texts and notice, posters or catalogues for example. Student begins to comprehend short, simple texts and find predictable information in everyday material such as advertisements, menus and timetables. Student can comprehend beginner level readers. Student begins to comprehend short, simple, personal letters. || Students can recognize phrases using high frequency vocabulary related to immediate personal topics. Student can infer the main point in short, clear, simple messages and announcements. Student can comprehend short, simple texts and find specific, predictable information in everyday material such as advertisements, menus and timetables. Student can comprehend intermediate level readers. Student can comprehend more extended simple, personal letters. || Students can comprehend the main points of a clear standard speech on familiar topics related to work, school, leisure etc. Student can understand the main point of many TV news and current affairs broadcasts on familiar topics ( current affairs, topics of personal interest) when the delivery is relatively slow and clear. Student can comprehend authentic texts consisting mainly of high frequency or everyday words or familiar vocabulary. Student can comprehend advanced level readers. Student can comprehend the description of events, feelings and wishes in personal letters. || Students can sometimes comprehend extended speech and lectures and follow, clear arguments regarding familiar topics. Students can with some effort comprehend the gist and some supporting details of many TV news and current affairs broadcasts and some films in standard dialect/accent. Student can read with sufficient preparation articles and reports concerned with contemporary issues. || Students can often comprehend extended speech and lectures and follow complex arguments on a range of familiar and unfamiliar topics. Student can comprehend with some effort many examples of live or broadcast spoken language by native speakers and comprehend different accents. Student can read with sufficient preparation a variety of authentic texts and understand a variety of styles including manuals, specialized articles and literary works. || ** Ab Intio Progam External Exam – High School ** Student can increasingly comprehend with sufficient teacher support overall idea or argument from a short speech or presentation on a prescribed topic with. Student begins to skim text and extract key points and supporting details with sufficient teacher support. || Student can comprehend extended yet straightforward conversational exchanges on familiar and prescribed topics. Student can comprehend overall idea or argument from a short speech or presentation on a prescribed topic. Student can comprehend information that is explicitly stated, skim and extract key points from authentic texts, including visual material and graphics, distinguish between main points and supporting details, understand some details and some ideas implicit in argument. Student can identify basic elements of genre, purpose and audience. || ** IB Diploma and AP Program External Exam – High School ** Students can with some effort comprehend the gist and some supporting details of many TV news and current affairs broadcast and many films in standard dialect/accent. Student can read articles and reports concerned with contemporary issues. || Student can comprehend extended speech and lectures and follow complex arguments regarding familiar topics. Student can comprehend with some effort a majority of TV news and current affairs broadcasts and a majority of films in standard dialect/accent. Student can read articles and reports concerned with contemporary issues and some contemporary literary prose. || Student can comprehend extended speech and lectures and follow complex arguments on a range of familiar and unfamiliar topics. Student can comprehend a majority of live and broadcast spoken language by native speakers without too much effort and comprehend different accents. Student can read without too much effort a variety of authentic texts and understand and identify a variety of styles including manuals, specialized articles and literacy works. || Student can comprehend extended speech and follow increasingly complex arguments on a wide range of familiar and unfamiliar topics. Student can easily comprehend live or broadcast spoken language by native speakers and discerns/comprehend different accents. Student can read with ease and identify a wide variety of authentic texts including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works. || Student can comprehend short dialogues and connected discourse presented by native speakers on a range of familiar and unfamiliar topics. Student can understand short passages from a wide variety of texts including drama, poetry, literature, current events and specialized articles, essays and identify genre, purpose, tone, vocabulary, main idea, supporting details, transitions and paraphrase. || 1.3. Presentational Communication. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 1.3. Presentational Communication. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. ** Middle School ** Student illustrates and presents materials in the target language such as posters. || Student presents in written and oral form brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school. || Student illustrates and present materials in the target language such as an informational brochure or instructions for accomplish a task. Student presents brief written reports about personal experiences, school, and community happenings in the target language. || ** SAS High School ** Students illustrate and presents materials in the target language such and advertisement, poster or menu. Students write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school. || Student present brief oral reports about personal experiences, school, and community happenings in the target language. Students illustrate and present materials in the target language such as an informational brochure or instructions for accomplish a task. Students present brief written reports about personal experiences, school, and community happenings in the target language. || Student present skits or short plays in the target language. Students retell a story to an audience in the target language. Students present materials in the target language such as an original language video recording, a segment of a newscast, talk show, or game show. Students create original compositions on journal entries in the target language. || Students present a summary of a story including plot and characters or an event to audience. Students present reports on familiar and unfamiliar topics in target language. Students present written reports on familiar and unfamiliar topics in the target language. || Students participate in and perform scenes in the target language from plays, and/or poems, or excerpts from short stories. Students produce an original target language information video recording of a complete newscast or target culture topic. Students create and disseminates a newsletter, webpage or blog in the target language. Students prepare a written analysis of a literary work, journalistic article, publication, or media presentation intended for native speakers of the language. || ** Ab Initio Program External Exam – High School ** Student can fulfill a task successfully writing different kind of texts (postcard, informal letter, formal letter, e-mail, poster, announcement, agenda, fill a form, note, list, …) about the topics mentioned before, addressing an audience in an appropriate and effective way. Student retells a story to an audience from a different point of view. || Students express information fairly accurately, in both writing and in speech, using a range of basic vocabulary and grammatical structures. Students communicate orally and respond appropriately to most questions on the three prescribed themes and related topics: - Individual and society - Leisure and work - Urban and rural environment Communicate clearly, in writing, some simple information and ideas in response to a written task. || ** IB Diploma and AP Program External Exam – High School ** Students describe with some detail and accuracy experiences, events and concepts. Students produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose. || Students communicate orally in order to explain in detail a point of view. Students describe in detail and accurately experiences and events, as well as abstract ideas and concepts. Students produce clear texts where the use of register, style, rhetorical devices and structural elements are appropriate to the audience and purpose. Students produce clear and convincing arguments in support of a point of view. || Students communicate orally in order to explain a point of view on a designated topic. Students describe with some detail and accuracy experiences, events and concepts. Students produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose. || Students ommunicate orally in order to explain in detail a point of view. Students describe in detail and accurately experiences and events, as well as abstract ideas and concepts. Students produce clearer texts where the use of register, style, rhetorical devices and structural elements are appropriate to the audience and purpose. Students produce clearer and more convincing arguments in support of a point of view. || Students can write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue, with control of grammar and syntax. Students can describe, narrate, and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes. Students can use information from sources provided to present a synthesis and express an opinion. || 1.4. Linguistic Communication. Students demonstrate knowledge of linguistic features that are only available through the target language ** Middle School ** Student compares and contrasts the sound and writing systems of their own language or dialect and the target language. || Student understands that languages have different grammatical syntactical functions. Student demonstrates awareness that some phrases and idioms do not translate directly from one language to another. || Student identifies and uses formal and informal forms of language, and expressions of politeness in other languages and their own language. Student understands the necessary grammatical and syntactical funtions in languages, and uses them in the target language. || Students will be able to demonstrate the use of basic features of the target language || Students will be able to elaborate on needs and routine interactions, qualify likes, dislikes and opinions, and exchange detailed information with others. Students will be able to use general features of the target language to… || Students will be able to express themselves clearly in the target language, use detailed descriptions to support an opinion, and initiate, sustain and conclude conversations in a variety of topics. Students will be able to use more complex features of the target language to… || ** SAS High School ** Students compare and contrast the phonetic and writing systems of their own language or dialect and the target language. Students understand that languages have different grammatical syntactical functions. Students demonstrate awareness that some phrases and idioms do not translate directly from one language to another. || Students identify idiomatic expressions that are commonly used in their native language and in the target language and use them appropriately. Students identify and uses formal and informal forms of language, and expressions of politeness in other languages and their own language. Students understand that the grammatical and syntactical functions in languages are necessary and mostly use them in the target language. || Students discuss the relationships among languages, based on their awareness of cognates. Students recognize differences in language register. Students recognize differences in pronunciation systems among languages, and understand that languages have critical sound distinctions that must be mastered in order to communicate meaning. || Students compare and contrast the writing system of the target language and their own and describe the nature of those writing systems. Students compare nuances of meaning of words, idioms and vocal inflections in the target language and their own. || Students apply knowledge of sound-symbol correspondence, stress and intonation patterns in spontaneous communicative situations. Students understand how the elements of a language may reflect the way in which people organize information and view the world. || ** Ab Initio Program External Exam – High School ** Students identify idiomatic expressions that are commonly used in their native language and in the target language and use them appropriately. Students identify and uses formal and informal forms of language, and expressions of politeness in other languages and their own language. Students understand the necessary grammatical and syntactical functions in languages, and uses them in the target language. || Students can use some colloquial expressions competently in social exchange. Students can participate in a conversation appropriate to context and culture. Students display some sensitivity to social conventions. || ** IB Diploma and AP Program External Exam – High School ** Students use basic and complex structures with few errors. || Students demonstrate familiarity with a wide variety of idiomatic expressions and colloquialisms. Students use basic and complex structures with very few errors || Students demonstrate familiarity with a variety of idiomatic expressions and colloquialisms. Students use basic and complex structures with few errors. || Students demonstrate familiarity with a wide variety of idiomatic expressions and colloquialisms. Students use basic and complex structures with very few errors || Student interprets linguistic cues to infer social relationships. ||
 * Level 1 || Level 2 || Level 3 || Level 4 || Level 5 ||
 * Student can ask and answer simple questions in areas of immediate need or on very familiar topics.
 * Level 1 || Level 2 || Level 3 ||
 * Student can ask and answer simple questions in areas of immediate need or on very familiar topics.
 * Ab Initio Year 1 || Ab Initio Year 2 ||
 * Student progresses rapidly from communicating in simple language on routine taaks to using increasingly complex language . Student can enter with substanstial preparation into conversations on prescribed topics.
 * IB Year 1 Standard Level || IB Year 1 Higher Level || IB Year 2 Standard Level || IB Year 2 Higher Level || AP Language ||
 * Student can often use language effectively with evidence of increasing flexibility in a variety of conversations and discussions on familiar topics.
 * Level 1 || Level 2 || Level 3 ||
 * Student can recognize familiar words and interpret basic, familiar phrases related to immediate personal topics when other people speak slowly and clearly.
 * Level 1 || Level 2 || Level 3 || Level 4 || Level 5 ||
 * Students can recognize familiar words and interpret basic, familiar phrases related to immediate personal topics when other people speak slowly and clearly.
 * Ab Initio Year 1 || Ab Initio Year 2 ||
 * Student progresses rapidly from understanding basic introductory conversation to understanding longer conversation exchanges on familiar topics.
 * IB Year 1 Standard Level || IB Year 1 Higher Level || IB Year 2 Standard Level || IB Year 2 Higher Level || AP Language ||
 * Student can comprehend extended speech and lectures and follow clear arguments regarding familiar topics.
 * Level 1 || Level 2 || Level 3 ||
 * Student presents brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school.
 * Students will be able to identify and share basic information to communicate on a variety of aspects within common or everyday topics. || Students will be able to identify, interpret and communicate different topics by giving and sharing information. || Students will be able to identify, interpret and share information on more complex topics using the target language. ||
 * Level 1 || Level 2 || Level 3 || Level 4 || Level 5 ||
 * Students present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school.
 * Ab Initio Year 1 || Ab Initio Year 2 ||
 * Given a visual stimulus, student can present relevant information concerning topics as the individual, education and work, town and services, and food and drink, showing an ability to use the language effectively and accurately.
 * IB Year 1 Standard Level || IB Year 1 Higher Level || IB Year 2 Standard Level || IB Year 2 Higher Level || AP Language ||
 * Students ommunicate orally in order to explain a point of view on a designated topic.
 * Level 1 || Level 2 || Level 3 ||
 * Students understands how cognates can enhance comprehension of spoken and written language.
 * Students will be able to express basic needs and courtesies, express state of being, likes and dislikes, agreement and disagreement, and make and respond to simple questions.
 * Level 1 || Level 2 || Level 3 || Level 4 || Level 5 ||
 * Students understand how cognates can enhance comprehension of spoken and written language.
 * Ab Initio Year 1 || Ab Initio Year 2 ||
 * Students understand how cognates can enhance comprehension of spoken and written language.
 * IB Year 1 Standard Level || IB Year 1 Higher Level || IB Year 2 Standard Level || IB Year 2 Higher Level || AP Language ||
 * Students demonstrate familiarity with a variety of idiomatic expressions and colloquialisms.

** 2. ** **Standard 2: CULTURAL AWARENESS.** 2.1. Practices and Perspectives. Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2. Products and perspectives. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. ** Middle School ** ** SAS High School ** ** External Exam – High School ** - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken. || 2.1 Students compare the significance of current and historical cultural practices, such as: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or cultures in which the target language is spoken. || 2.1 Students explain important political and social issues in a community or country in which the language is spoken. || 2.1 Students compare the position vis-à-vis important political and social and economic issues in two or more communities or countries in which the language is spoken. || 2.1 Students learn and understand the social and political institutions of a country in which the language is spoken with that of one or more other countries. || - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration within a community or culture in which the target language is spoken || 2.2 Students compare the significance of the products associated with an important: - civil or religious holiday or celebration AND - regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or cultures in which the target language is spoken || 2.2 Students compare the products needed to carry out daily routines and meet basic needs within two or more communities, regions, or cultures in which the language is spoken (housing, stores, food preparation, transportation, health care, public services)  ||  2.2 Students analyze and compare changes over time in products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken  ||  2.2 Students analyze the relationship of a country in which the language is spoken to its neighboring countries and throughout the world. || ** 3. ** **Standard 3: CROSS-CURRICULUM CONNECTIONS.** 3.1. Students use the target language to reinforce and further their knowledge of other disciplines. ** SAS Middle School **
 * Level 1 || Level 2 || Level 3 ||
 * 2.1 Students describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day). ||  2.1 Students compare daily routines within two or more communities or cultures in which the language is spoken (concept of time, typical activities appropriate to various periods during the day).  ||  2.1 Students analyze the cultural beliefs, values, and perspectives associated with time and daily routines  ||
 * 2.2 Students identify products that are native to a community, region, or country in which the language is spoken. ||  2.2 Students compare the products that are native to a community, region or country with those of one or more other communities, regions, or countries  ||  2.2 Students analyze the contribution of indigenous products within the economy of different communities, regions, or countries  ||
 * Level 1 || Level 2 || Level 3 || Level 4 || Level 5 ||
 * 2.1 Students identify and explain how the language and culture expanded throughout the world. || 2.1 Students identify and display knowledge and issues of gender, class and/or status in the target culture. || 2.1 Students analyze the influence of linguistic and cultural expansion on indigenous populations or within different communities, regions, or countries. || 2.1 Students explain national and cultural identity including who is considered majority and minority within a culture. || 2.1 Students analyze major tensions within and outside a community or country in which the language is spoken. ||
 * 2.2 Students identify current and historical cultural icons (arts, music, literature, film, and the creators of these products as well as geographical features and monuments. ||  2.2 Students identify and display knowledge of current and historical culture icons (arts, music, literature, film, and the creators of these products as well as geographical features and mon  uments. ||  2.2 Students describe the significance of historical and current cultural icons (arts, architecture music, literature, film, media, TV, newspapers, and the creators of these products).  ||  2.2 Students analyze the enduring contributions of current cultural icons to the world (arts, music, architecture, literature, film, media, TV, newspapers, important people).  ||  2.2 Students analyze the enduring contributions of historic culture to the world (arts, music, architecture, literature, film, media, TV, newspapers, important people).  ||
 * IB Ab Initio Y 1 || IB Ab Initio Y 2 || IB B Y1 || IB B Y2 || AP ||
 * 2.1 Students explain the significance of current and historical cultural practices such as:
 * 2.2 Students describe and explain the significance of the products associated with an important:
 * < Level I || Level II || Level III ||
 * < ======Students learn basic topics from other ======

=
language, to illustrate topics being studied in other classes. · Students acquire knowledge of other subject areas, such as geography, by studying the geographical features of the target culture. ====== || Students learn other topics from other school subjects in the target language, such as geographical information, measurements, historical facts and cultural highlights. · Students are able to understand simple articles or video segments in the target language on topics from other school subjects, such as social studies, fine arts and science. · Students prepare and present reports in the target language, either orally and/or in writing, on topics being studied in other classes. Students expand their knowledge of other subject areas, such as history, by studying historical highlights of the target culture. || · Students explore a variety of topics from other school subjects in the target language, such as... · Students are able to understand a variety of articles or video segments in the target language on topics from other school subjects, such as social studies, fine arts and science. · Students prepare and present reports in the target language, either orally and/or in writing, using a variety of media, on topics being studied in other classes. · Students explore their knowledge of other subject areas, such as geography, by studying the geographical features of the target culture. || ** SAS High School ** · Students reinforce knowledge of other disciplines by using audio and visual materials in the target language. || · Students reinforce knowledge of other disciplines by presenting information about familiar topics using the target language. · Students reinforce knowledge of other disciplines by using videos and short articles. || · Students reinforce knowledge of other disciplines by engaging in discussions on familiar topics using the target language. · Students reinforce knowledge of other disciplines by using mass media. || · Students reinforce knowledge of other disciplines by engaging in discussions on familiar and some unfamiliar topics using the target language. · Students reinforce knowledge of other disciplines by using formal and informal correspondence and mass media. || · Students reinforce knowledge of other disciplines by engaging in discussions on familiar and unfamiliar topics using the target language. · Students reinforce knowledge of other disciplines by using academic and professional texts, formal and informal correspondence and mass media. || ** External Exam – High School ** · Students reinforce knowledge of other disciplines by using print and visual media as well as online resources. || Students reinforce knowledge of other disciplines by engaging in discussions and presenting information on familiar topics using the target language. · Students reinforce knowledge of other disciplines by using print and visual media as well as online resources. || Students reinforce knowledge of other disciplines by engaging in discussions on familiar and unfamiliar topics using the target language. · Students reinforce knowledge of other disciplines by using scientific reports, literature, academic and professional texts, formal and informal correspondence and mass media. || Students reinforce knowledge of other disciplines by engaging in discussions on familiar and unfamiliar topics using the target language. · Students reinforce knowledge of other disciplines by using scientific reports, literature, academic and professional texts, formal and informal correspondence and mass media. || Students reinforce knowledge of other disciplines by engaging in familiar topics using the target language. · Students reinforce knowledge of other disciplines by using literature, formal and informal correspondence and mass media. ||
 * Level I || Level II || Level III || Level IV || Level V ||
 * · Students reinforce knowledge of other disciplines by recognizing and relating information about familiar topics in the target language.
 * Ab initio 1 || Ab initio 2 || IB B Y1 || IB B Y2 || AP ||
 * Students reinforce knowledge of other disciplines by reviewing and presenting information on familiar topics using the target language.

** 4. ** **Standard 4: LIFELONG LEARNERS.** 4.1. Use of the language. Students use the target language for personal enrichment, enjoyment and to expand knowledge through independent work. 4.2. Real life context. Students apply their knowledge of the language to real life contexts and authentic situations. ** Middle School ** 4.1 Students demonstrate curiosity about language in general as a means of communication. Students begin to use knowledge acquired through target language to expand one's own personal knowledge and experience. || Level II
 * < Level I

Students express their own curiosity in target language.

Students use knowledge acquired through target language to begin to expand one's own personal knowledge and experience. || Level III

Students demonstrate growth and interest in the target language.

Students use knowledge acquired through target language to expand one’s own personal knowledge and experience. ||
 * 4.2

Students interact using culturally appropriate language to authentic situations at a basic level. || Students interact using culturally appropriate language to authentic situations at a beginner/intermediate level. || Students interact using culturally appropriate language to authentic situations at an intermediate level. || ** High School-External exam ** Students identify careers where skills in another languages or cross-cultural understanding are needed. || Students demonstrate consideration of and sensitivity to target language in using it within the classroom setting, with both classmates and teachers. Students investigate and present information to others about careers where skills in another language, or cross-cultural understanding, are needed. Students express interest for further study of target language or related languages and cultures. || Students access any source of information and communication media in the target language for their own cultural enrichment and enjoyment and to expand their own knowledge. Students present information to others about their personal enrichment acquired from access to media and cultural sources in the target language. || Students access any source of information and communication media in the target language for their own cultural enrichment and enjoyment and to expand their own knowledge. Students present information to others about their personal enrichment acquired from access to media and cultural sources in the target language. Students express interest for further study of target language or related languages and cultures. || Students access any source of information and communication media in the target language for their own cultural enrichment and enjoyment and to expand their own knowledge. Students present information to others about their personal enrichment acquired from access to media and cultural sources in the target language. Students express interest for further study of target language or related languages and cultures. || Students become familiar with aspects of daily life and culture of the countries in which the language is spoken using authentic materials. || Students become familiar with aspects of daily life and culture of the countries in which the language is spoken using authentic materials. || Students interact using culturally appropriate language in authentic situations at near-advanced level. || Students interact using culturally appropriate language in authentic situations at an advanced level. || Students interact using culturally appropriate language in authentic situations at an advanced level. ||
 * // ab initio // 1 (Level I) || // ab initio // 2  || IB B SL/HL Year 1 || IB B SL/HL Year 2 || AP ||
 * 4.1 Students demonstrate consideration of and sensitivity to target language in using it within the classroom setting, with both classmates and teachers.
 * 4.2

**High School**
4.1.2. Students identify careers where skills in another languages or cross-cultural understanding are needed. || 4.1.1. Students demonstrate consideration of and sensitivity to target language in using it within the classroom setting, with both classmates and teachers. 4.1.2. Students investigate and present information to others about careers where skills in another language, or cross-cultural understanding, are needed. || 4.1.1. Students demonstrate consideration of and sensitivity to target language in using it within the classroom setting, with both classmates and teachers and seek opportunity to use it outside of the classroom. 4.1.2. Students investigate and present information to others about careers where skills in another language, or cross-cultural understanding, are needed. || 4.1.1. Students access any source of information and communication media in the target language for their own cultural enrichment and enjoyment and to expand their own knowledge. || 4.1.1. Students access any source of information and communication media in the target language for their own cultural enrichment and enjoyment and to expand their own knowledge. 4.1.2. Students formulate interest for further study of additional languages and cultures within the same language family of the target language. || appropriate language in authentic situations at high-intermediate to low-advanced level. ||  Students interact using culturally appropriate language in authentic situations at an advanced level. ||
 * Level I || Level II || HS Level III || HS Level IV || HS Level V ||
 * 4.1.1. Students demonstrate consideration of and sensitivity to target language in using it within the classroom setting.
 * Students become familiar with aspects of daily life and culture of the countries in which the language is spoken using authentic materials. || Students become familiar with aspects of daily life and culture of the countries in which the language is spoken using authentic materials.. || Students become familiar with aspects of daily life and culture of the countries in which the language is spoken using authentic materials at an intermediate level. || Students interact using culturally

** 5. ** **Standard 5: GLOBALLY MINDED.**

5.1. Presence of the language. Students demonstrate knowledge of evolution and current presence of target languages and cultures in the world. 5.2. Global issues. Students demonstrate knowledge of global issues in their global context. ** Middle School **
 * ** Level 1 ** || ** Level 2 ** || ** Level 3 ** ||
 * 5.1. Recognize areas of the world where other languages are spoken. || 5.1. Identify some important dates, events, and people of the culture of the target language..  || 5.1. Understand the relationship between geography and culture. of the target language and discuss the significance to one's own culture.  ||

5.2. Students demonstrate knowledge through level appropriate use of target language of global issues in their global context. Middle School
 * ~ Level 1 ||~ Level II ||~ Level III ||
 * = They explore basic concepts, ideas and issues that have local and global significance. ||= <span style="font: normal normal normal 10.8px/normal 'Times New Roman'; margin: 0px; padding: 0px;">They understand basic concepts, ideas and issues that have local and global significance. ||= <span style="font: normal normal normal 10.8px/normal 'Times New Roman'; margin: 0px; padding: 0px;">They discuss concepts, ideas and issues that have local and global significance. ||

** SAS High School **
 * ** Level 1 ** || ** Level 2 ** || ** Level 3 ** || ** Level 4 ** || ** Level 5 ** ||
 * 5.1. Exhibit an awareness of and respect for other cultures. || 5.1. Recognize other cultures as an integral part of the culture of the world community.  || 5.1. Identify significant contributions of other cultures to the arts, music, humanities, social sciences, history, sciences, and mathematics internationally.  || 5.1. Describe significant contributions of other cultures to the world community.  || 5.1. Describe, analyze, and explain cultural norms.  ||
 * 5.2 ||  ||   ||   ||   ||
 * The students understand their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities || The students understand and appreciate their own cultures and personal histories, and demonstrate interest in the perspectives, values and traditions of other individuals and communities || The students discuss their own cultures and personal histories, and welcome the perspectives, values and traditions of other individuals and communities || The students explore concepts, ideas and issues that have local and global significance. while seeking and evaluating a range of points of view, || The students analyze concepts, ideas and issues that have local and global significance, while seeking and evaluating a range of points of view, and are willing to grow from the experience ||
 * ab-initio year 1 || ab-initio year 2 || IB- yr 1 SL/HL || IB- yr 2 SL/HL || AP ||
 * 5.1 ||  ||   ||   ||   ||
 * Recognize other cultures as an integral part of the culture of the world community. || Identify significant contributions of other cultures to the arts, music, humanities, social sciences, history, sciences, and mathematics internationally. || Describe significant contributions of other cultures to the world community. || Describe, analyze, and explain cultural norms. || Students identify relationships among products, practices and perspectives in target cultures and compare them with own. ||
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">External exam-HS 5.2 ||  ||   ||   ||   ||
 * The students understand and appreciate their own cultures and personal histories, and demonstrate interest in the perspectives, values and traditions of other individuals and communities || The students discuss their own cultures and personal histories, and welcome the perspectives, values and traditions of other individuals and communities. || The students explore concepts, ideas and issues that have local and global significance. while seeking and evaluating a range of points of view, || The students analyze concepts, ideas and issues that have local and global significance, while seeking and evaluating a range of points of view, and are willing to grow from the experience || The students identify, compare and contrast global issues of different countries. ||

** SAS World Languages Standards, 6-12 ** [|http://www.michigan.gov/documents/World_Languages_20395_7.pdf]

[|Link in Atlas] Printable Spreadsheethttp://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.p ** AERO (American Education Reaches Out) ** [|Link in Atlas] ** ACTFL (American Council on the Teaching of Foreign Languages) ** [] Printable Spreadsheet

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="font-family: Times; font-size: 10pt; margin-bottom: 0.1pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0.1pt;">OLDER RECOMMENDATIONS: (10.8.2010)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> •We should separate the information included in the Scope & Sequence document from the Standards & Benchmarks document.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> •We recommend a concise and straightforward use of the language.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> •Do we need to integrate the use of technology in our document?
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> •We should elaborate a realistic text.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> •We’d like to include the self-assessment grid to support the assessment “revolution”.